| By Kathy Hickman,on May 10th,2012 Dialogue Education™ can work with any group size, but may look different depending on how big or small your group is. Here are a few things to keep in mind when working with small groups. 
- Continue to use smaller groups or pairs. Avoid the temptation to have all dialogue happen within the full group no matter how small. Learners may still feel reluctant to be the first to share with the whole group even when the group is small. If the group is quite small try splitting the group in two or using pairs for initial discussions and then hearing a sample as a whole group.
- Be prepared. Plan ahead if you know or suspect that the group may be small. Make sure that your “How” or your design will work with a small number of people. Adapt any tasks that rely on a larger number of learners.
- Use Energizers. Without the buzz of dialogue that comes with a large group it can be easy in a small group for the tone to become more subdued. Inject energy through music, change, movement and humour.
- Ensure all voices have space. In a small group, strong personalities may become more overpowering and impact the safety of the group. Refer to the “10 Types of Learners” for strategies to respond to various learner personalities. Be sure to continue to invite, not expect, participation in group dialogue so that learners don’t feel pressured to speak up.
- Make it Safe. Small groups can tend to feel more intimate. This can be a great atmosphere for learning – if safety is adequately established. Be sure to create group guidelines together, use a warm-up, keep it relevant but light at the beginning, and don’t get too personal too soon.
What tips do you have for working effectively in small groups? Share them below in the comments section. And if you missed it, check out last week’s post, 5 Tips for Working in Large Groups. ***** Want to deepen your learning even further? Explore our Advanced Learning Design workshops! It counts toward fulfilling the requirements towards becoming a Certified Dialogue Education Practitioner. By Kathy Hickman,on May 3rd,2012 Dialogue Education can work with any group size, but may look different depending on how big or small your group is. Here are a few things to keep in mind when working with large groups. - Match the WHERE with the WHO. When you know you have a large group coming to an event it is critical to find a space to allow everyone to sit and move around comfortably, which enables you to easily work in groups. The learning environment has a direct impact on what types of tasks you can execute and how. If you have no control of the space, limit the number of people. If you have no control of either, find ways to have groups move to other nearby spaces for various tasks or portions of tasks.
- Sample. When work, debate, and engagement with new content has happened in groups, there is no need to share everything again in the large group. The learning has already happened; the time in the large group can be used to hear a summary of the work, OR general observations about what happened, OR pressing questions. This can be done by quantifying the responses (e.g. “Let’s hear one idea from each small group”) or hearing a few examples of what was discussed (e.g. “We’ll hear a few of your strategies”). Long periods of time talking in the large group can de-energize, give select (often articulate and powerful) people time to talk,and exclude many voices.
- Use individual or reflective work. In addition to small group work, time to work independently can help learners to individualize the learning by analyzing how it fits within their context and planning how they will use what they are learning. It can be helpful to follow up individual work by hearing a sample from the group.
- Ensure safety. Many learners do not feel comfortable sharing within a large group setting, unless safety is well established. When facilitating dialogue or sampling within the large group, invite participation but don’t require it (those who want to speak up will), give lots of affirmation to those who do contribute without taking anything away from those who don’t, have opportunities for learners to share in small groups or pairs before sharing in the large group and begin with open questions that invite dialogue about topics familiar to the learners.
- Use more pair, trio and small group activities. The best way to raise all voices, engage everyone at the same time, and make all learners feel included is by using pair, trio or small group work. Learning happens when new content is challenged, debated and used. Reducing the size of a group by dividing it up is a great way to do this. It is also very energizing!
What has been helpful for you in working with large groups? *** Deepen your Dialogue Education knowledge and skills. Explore our Advanced Learning Design workshop. *** By JANE VELLA,on April 4th,2012 Dialogue Education is always evolving, and over the years I have increasingly noticed the importance and usefulness of two essential principles (and practices): transparency and congruence. Transparency invites us as designers and teachers to be our authentic selves at all times. (“Here I am . . . you get what you see.”) I have discovered that no teaching tool is quite as valuable as transparency, since learners learn what we do, rarely what we say. Happily, I have never made a private or small mistake! That vulnerability (no virtue) speaks to learners with sparkling clarity. Uncertainty, doubt, disagreement, a bad headache . . . all can be shared in an appropriate manner to show that the dialogue is working for my learning as well as for theirs. Transparency is also a key principle for advancing safety in any learning event.  GLP Senior Partner Valerie Uccellani (right) Practicing Transparency Congruence may be the other side of transparency’s coin. It invites us to behave in ways that are congruent with what we’re teaching, to do what we say. And when we do not, transparency suggests that we name the moment! When, for instance, I ask a closed question when an open one is called for, I usually catch it and say, “Whoops,that was a closed question! Let me reframe it.” When I was a professor at the School of Public Health at UNC Chapel Hill I told the graduate students that I would not always be congruent. I assured them that I would never deliberately be incongruent, and asked them to remind me when they saw the incongruity. It was always four weeks into the term before someone had the courage to ask, “Why did you say that? It doesn’t seem congruent with what you are teaching!” Four weeks! At that moment I would say: “Ladies and gentlemen,start your motors! Now we can proceed.” Their recognition and naming of my incongruent behavior was a sign of their maturing in the process. The Buddha says it well: “When you see me, you see the teaching.” Congruence! How have transparency and congruence helped the dialogue in your unique context? By Jeanette Romkema,on February 28th,2012 Visuals are critical for any learning event because visual learners need information offered to them in this way. However,“more visuals” do not necessarily mean “more learning.” Here are 10 things to remember:  Visuals Used wtih Words - Visual learners need to see new content. When possible present information visually and with words. All learners need to see and hear information to work with it. Yes, this mean you may need to make some charts and tools in advance.
- Take down what you are not using. The room does not have to be full of charts and paper. Only keep up what you will refer to and use. Visuals are not ‘wall paper’ to beautify the room. They are to support the learning, only.
- Visuals should always assist the learning. If something is not supporting or helping the learning, you probably do not need it.
- Use a variety of visuals. Visuals can and should take many forms: charts, tools, manipulatives, handouts, passport, etc. It is important to choose the type of visual that will best match the activity. Visuals can be created by the trainer OR the learners.
- Less is more. Since visuals should also support the learning, you only want what is critical. When you are using too many visuals, learners may feel overwhelmed and confused. Too many visuals on the walls can also act as a type of ‘visual noise’ and distract the learner.
- Use dark colors on light colors. When you are writing on large sheets of paper or sharing visuals with the large group, the letters need to be dark enough to see. Black and dark blue are best.
- Make them large. Write large enough for the entire group to see. A guideline for size of print is 1” in height for every 10’ in distance.
 Use a Variety of Visuals - Created by Trainer or Learner - Use words and pictures. Visual learners want and enjoy seeing words and pictures. Try to communicate in these two ways to make the visuals and learning more interesting.
- Be prepared. It is critical that you have all your visuals prepared in advance. You will save time, look more organized, and feel more in control, if all your visuals are ready to use before the session. If something needs to be written or recorded with the group during a session, use your co-trainer to scribe for you so you do not have to turn your back to the learners.
- Be organized. Know your session and what you will be teaching. If you have everything you need, the room set up the way you want and all your visuals ready, you will be able to fully focus on the learners and their learning.
What tips do you have about using visuals that you would add to this list? Click on “Leave a comment”below to share your thoughts. *** By Karen Ridout,on February 16th,2012 As teachers, and as learners, it’s important that we intentionally pay attention to the different ways our students learn. There are multiple models of learning styles that can aid us in crafting our learning tasks, or our HOW (in Dialogue Education parlance),to tap into a learner’s most facile way of learning. One dynamic that is crucial in opening the learning pathway of a student is to honor his or her preferred way of perceiving, or taking in information. According to Carl Jung, our brains are hardwired to develop a more natural preference for attending to either: - specific, concrete information that can be verified by experience (called sensing);or
- the meaning and possibilities of the information (called intuition).
For example,quickly look at this photograph.  Do you (first) see seven women, watermelon, American flag, table cloth, scarves? Or do you (first) see a celebration, Russian women, abundant feast, party, multicultural? In other words, do you see first the details and verifiable information (sensing) or the themes and patterns (intuiting)?
Different people take in information differently. There is no right or wrong — it’s just different. Here are some characteristics of each preference to keep in mind when designing and facilitating for engaged learning: Sensing
specific
concrete
verifiable
five senses
practical
what is
facts
past or present iNtuiting
meaning
possibilities
big picture
sixth sense
patterns
what could be
themes
future Of course we all use both functions. However, it is through our most natural preference that our minds are most easily engaged. Learning tasks designed to engage both sensing and intuition respect each student’s preferred pathway to engaging with the content. How do you (or do you?) keep in mind a student’s preferred way of taking in information?
 Karen Ridout, the author of this post, is facilitating our new, 2-day Art of Facilitation workshop on March 8 &9 in Raleigh, North Carolina. You can still get a 10% discount on this workshop so do secure your seat today! By Jeanette Romkema,on February 15th,2012  Diversity in any learning environment is a given, and paying attention to the different types of learners you’ll encounter is important. There are so many varieties of people and these are just 10 of the common types you’ll encounter when you facilitate (we’ll have more on types of learners early next week, too).
1. Talkative. This person loves to talk and has something to say about everything. You can say: “I appreciate your comments, but let’s hear from someone else.” You can do: Use more group work so everyone gets a chance to talk. 2. Hostile. This person enjoys being aggressive and may throw negative phrases or ideas into the
group on a regular basis. You can say: “Thank you for your thoughts. What does the group think about this?” You can do: Talk to the person in private to check if there is an underlying issue you
should know about. 3. Silent. This person is quiet and doesn’t participate in group discussions. You can say: “I know you have a lot to offer this discussion. It would be great if you can
share one of your ideas with the group.” You can do: Use more pair work to increase the person’s safety and comfort level. People
should always be giving the option to “pass” or “opt out” in the large group. 4. Know-it-all. This person thinks they know better than anyone else and has an opinion about
everything. You can say: “That is one point of view. What do others think?” You can do: Use more small group or pair work to let everyone talk.  5. Class clown. This person has a funny joke or comment for just about everything.
You can say: “We all enjoy a little fun. But right now let’s get serious and concentrate on the topic.” You can do: You can talk to the person in private and ask him or her to control the jokes because it can be distracting for others. 6. Negative. This person always sees the negative or gloomy side to everything. You can say: “I understand your point of view. What suggestion do you have to change the situation?” You can do: Affirm the person’s comments but don’t let them stay stuck there. 7. Personality clashes. This person does not get along well with another person (or you!) and will make negative comments or hurtful remarks at inopportune times. You can say: “I suggest that we keep personalities out of the discussion. Let’s get back to
the topic.” You can do: Whether you are involved,or two learners just don’t see eye-to-eye,it is
important to talk privately about the issue and how to resolve it. 8. Resistor. This person is enjoys resisting whatever is put before him. You can say: “How about you give it a try and understand that this way of doing things is
important for some of your peers.” You can do: Always try to explain what you are doing and why,so learners know it has a
reason. 9. Helper. This person enjoys helping others. You can say: “Thank you so much for doing that. This is very helpful.” You can do: Put up a sign-up list of things that you need assistance with and invite people
to sign up for each workshop. For example, someone may not mind tidying up
after each workshop. 10. Resource. This person enjoys learning and knows tons. You can say: “I so appreciate your wealth of knowledge on the topic.” You can do: Ask someone in your group to help you start a bulletin board in the hall with
information or some other public information space. Who have you encountered in your facilitation work? What tips can you share? Only a week left to get the 10% discount to attend our new, 2-day Art of Facilitation workshop on March 8 & 9 in Raleigh, North Carolina. People are registering so secure your seat today! By Joan Dempsey,on January 26th,2012 
What follows is an excerpt from a longer article: “Time Management, Learning Events, and Culture,” by Jenny Giezendanner, Certified Dialogue Education Practitioner. The article is free and you can download it here to read the rest.
Rubber time in Indonesia, mañana in Latin America, the Pünktlichkeit of the Germanic –each characterizes a particular perception of time in its respective culture. Because many of us regularly interact in more than one cultural context, this variation in time consciousness creates a significant challenge when we teach adults. Starting and finishing sessions throughout a class day on time – as defined by local perceptions of time – is an important means of acknowledging the value of local cultural norms and thus of demonstrating respect. But how can we do that in appropriate, sensitive, and respectful ways in the variety of cultures in which we work? How can we possibly define guidelines for time management with such a wide diversity confronting us? R-E-S-P-E-C-T Perhaps the greatest principle guiding Dialogue Education is respect. In any given teaching context we aim to demonstrate respect to all participants. To achieve this, however, requires doing our homework and finding out, ahead of time and then continuing through our sojourn in that culture, what kind of time-consciousness and what kind of time constraints most affect our learners in that context. This is very much part of the standard pre-event practical research or Learning Needs and Resources Assessment that we do about our learners. We ask our contacts about arrangements and expectations regarding the event, study any articles or information written about that cultural context, and, once we’re on-site, we observe how people manage time locally. The opportunity to make such observation is one of the great benefits of arriving at the teaching site several days in advance of the actual event. Who has stories about facilitating time in cultures other than your own? *** In related news, we’re hosting a brand new, two-day course called The Art of Facilitation in Raleigh, NC on March 8 & 9. If you or a colleague could stand to enhance your facilitation skills, do consider joining us! It’s also a great refresher if it’s been awhile since you studied Dialogue Education, and a great introduction to DE for those who’ve not experienced it before. People are signing up so check it out soon! *** By Joan Dempsey,on January 24th,2012 
Next week the GLP partners and staff convene in Raleigh, North Carolina for our semi-annual retreat. One of the things that’s very common at our gatherings are “walk and talk” meetings during our extended lunch hours. Something about talking while walking jogs (ha ha) the brain in ways that talking while sitting does not, and it’s a great facilitation tool to use to engage your learners, especially when energy levels are low. Apparently the serotonin levels in your brain are elevated when you walk so you feel happier, a good thing for learning. There are even some therapists who are using the walk and talk method rather than the proverbial couch. Kate Hays, PhD, author of Working It Out: Using Exercise in Psychotherapy “cites three key reasons for combining exercise and therapy: - It encourages a patient to be more physically active for mental and physical reasons.
- It helps a patient get “unstuck”when confronting difficult issues.
- It spurs creative,deeper ways of thinking often released by mood-improving physical activity.”
Turns out that the “walk and talk” really originated as a handy story-telling technique for television and the big screen. Maybe that’s part of why we enjoy it so much; we can feel as important as film characters (like some of my favorites on The West Wing, where they’re always walking and talking). “Above all, do not lose your desire to walk. Every day I walk myself into a state of well-being and walk away from every illness. I have walked myself into my best thoughts, and I know of no thought so burdensome that one cannot walk away from it.” ~ Soren Kierkegaard
As a facilitator, think about using the Walk and Talk when energy is low, you need to change spaces, or your learning design has involved a lot of previous sitting. Give clear instructions about what to talk about for a specific amount of time. And hey, while you’re designing your learning event, if you’re stuck on something and can’t figure it out, take a break and take a walk. Chances are good you’ll jog your brain into some great new thinking. What kinds of walk and talk tasks have you used? (And if you’d like to learn even more great facilitation ideas, consider joining us for The Art of Facilitation on March 8 & 9 in Raleigh, North Carolina.) By Joan Dempsey,on January 17th,2012 
“Promptitude is not only a duty, but is also a part of good manners; it is favorable to fortune, reputation, influence, and usefulness; a little attention and energy will form the habit, so as to make it easy and delightful.” ~ Charles Simmons We’ve all done it: started meetings late; allowed workshops to go beyond stated end times; and come back five minutes late from breaks. This is a pet peeve, I must admit. I’m almost always on time (or early), and it drives me crazy when others are not. It feels disrespectful to me. And yet I also understand that there are people out there for whom it isn’t a simple thing to be on time, and some for whom being chronically late is a psychological problem. Still, if you’re teaching, being on time is critically important. “The consequences of being chronically late run deeper than many people realize, according to psychologist Linda Sapadin, PhD, author of Master Your Fears. ‘You’re creating a reputation for yourself, and it’s not the best reputation to be establishing. People feel they can’t trust you or rely on you, so it impacts relationships. It also impacts self-esteem.’” For those of us who practice Dialogue Education, we know that a breach of trust can impact a learner’s feelings of respect and safety, two critical principles for effective learning. So what can you do to learn to be on time, especially if you’re chronically late? Here are some helpful tips for those who are late in many areas of their lives. And if you’d like to practice being on time (along with a lot of other important facilitation skills!), and see good time management modeled, we’ll be doing both in our brand new 2-day Art of Facilitation course on March 8 & 9 in Raleigh, North Carolina. Here’s a sneak preview of two tips on time management you’ll get during this course: TIP #1: The ‘parking lot’ technique can help people stay on topic and on time – without losing valuable ideas, questions, or concerns which are peripheral to the current content. By ‘parking’ them temporarily on a highly visible flip chart, you communicate the importance of these items and your commitment to addressing them . . . but not right now. You may choose to address them in a future task, in private or in the course report. TIP #2: Running out of time at the end of a workshop is a common problem for many facilitators. Even if you have a tried-and-tested workshop design, you can get into trouble without a clear time management strategy. Some ways to do this include: - set the time out loud for each working task;
- have a clock in sight at all times;and
- write the timing for each task in your manual and try to stick to it (practice in advance).
And here are some other tips: - strip content out of your learning event – having too much WHAT for the WHEN (or too much content for the allotted time) is a common problem, even among people skilled at Dialogue Education;
- get in the habit of routine time checks throughout your learning event;
- if technology is involved, start 10-15 minutes early to make sure the technology works – be transparent that this is why you’re starting early;
- if you’re on time and others are not, always be a model: start on time, end on time, show up when you’re supposed to;
- don’t be afraid to end something early.
As Shakespeare said, “better three hours too soon than one minute too late.” What has your experience been with punctuality? Leave your comment below. By JANE VELLA,on December 20th,2011  Henri Nouwen was a man of faith who once wrote this about the winter solstice (Advent):
“This time of year I feel a growing stillness in myself…” I felt a strong connection to that phrase: a growing stillness. As an extravert who has to speak in order to know what she is thinking, I can talk up a storm any time of the year! A growing stillness would be a miracle for me. I thought, suppose I tried to be and speak or teach or write out of that growing stillness! Suppose I turned off the computer and the TV and the radio and my spinning brain and sat by the fire in quiet, enjoying the growing stillness.  I want to discover what kind of woman, and what kind of teaching or writing or speaking would emerge from that joy! - I would wait more (why am I talking . . . W-A-I-T ).
- I would wake later and later, sleeping 9 – 10 hours.
- I would engage with the water as I swim each morning without looking at the clock, swimming till I was done!
- I would walk my cocker spaniel, Sandy, each morning (bundle up, it is cold out there!).
- I would write my e-mails in Word and paste them into an email, so I can read them before they go off!
Wake, wait, water, walk, write. Out of a growing stillness. And you? | Upcoming CoursesVisit our website for information about 2011 courses. |
